World Bank funds US$155 Million to Support Autonomous Higher Education in Vietnam The World Bank’s Board of Executive Directors approved today US$155 million in financing to strengthen the research, teaching, and institutional capacity of three autonomous universities and improve the management of Vietnam’s higher education system. More than 150,000 students and 3,900 members of faculty will benefit from the investments for Vietnam’s National University of Agriculture, the University of Science and Technology in Hanoi, and the Industry University of Ho Chi Minh City. Some 600,000 students and 27,000 lecturers from other higher education institutions will also broaden their learning resources by gaining access to a digital library at the National Economics University…The project will support the financing of new facilities and equipment for teaching and research, as well as the strengthening management systems. Science and technology universities as well as research-oriented institutions will benefit, so that lessons can be generalized to inform policies on autonomy and quality assurance for the universities…
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In 1980 China’s GDP per capita was $193. Lower than that of Bangladesh, Chad and Malawi. This means that average food consumption was below basic nutritional standards. But 30 years later, China is the world’s second largest economy, the world’s largest exporter and GDP per capita jumped 30-fold to $6,091 – at the same time Malawi’s income grew by $50. How China Escaped the Poverty Trap by Yuen Yuen Ang documents in detail the process of economic development and shows how improving institutions and opening up of markets simultaneously led to economic growth.
Move expected to raise enrollment ratio, support children in less developed areas. The country is to extend the current nine-year compulsory education to encompass high school students nationwide by 2020, according to a guideline recently released by the Ministry of Education and other three ministries. The Guideline for Popularizing High School Education (2017-20), released early this month, aims to raise the gross enrolment ratio for high schools to above 90 percent on average nationwide with rates in central and western China substantially improved. Last year, China’s overall gross enrollment ratio was 87.5 percent for high schools, meaning a rise of 2.5 percentage points in the next four years, according to the guideline. The ratio is a statistical measurement to show the number of enrolled students to those who qualify for certain grades, ranging from primary school to middle and high school periods. Over the past few decades, China required children to attend primary and middle schools, while high school was not obligatory. Meanwhile, the document said the country is set to achieve a more reasonable structure between high school and secondary occupational education while enrolling a larger number of children into both schools. In addition, these schools will enjoy more funds and better facilities to significantly improve the quality of education. High school is a special and important stage for most Chinese students, which links the nine-year compulsory education and college time they will spend before getting a job. That’s why high school has been considered a key period to improve quality of the nation’s human resources. The guideline was in line with China’s 13th Five-Year Plan (2016-20), which pledges to popularize high school education by the end of this period. The new document is also to bridge regional disparity of high school education as the central and western regions lag far behind the east…
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Economics of Education Review Volume 58, June 2017, Pages 123-140
Rafael de Hoyos Vicente A. Garcia-Moreno Harry Anthony Patrinos
- • We assess a low-stakes accountability intervention in Mexico
- • The main outcomes of interest are national student assessment test scores
- • A difference-in-difference and a regression discontinuity design are used to identify effects
- • Information on results led to significant positive changes in test scores in a short period of time
- Abstract: The Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among schools with the lowest test scores in the national assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. The results indicate that full and wide dissemination of information detailing school quality is critically important.
Keywords: Accountability; Information; Education
Rafael de Hoyos Vicente A. García-Moreno Harry Anthony Patrinos
Economics of Education Review Volume 58, June 2017, Pages 123-140
- Evaluamos una intervención de rendición de cuentas de bajo riesgo en México.
- Los principales resultados de interés son los resultados de las pruebas nacionales de evaluación de los estudiantes.
- Se utiliza un diseño de diferencia en diferencia y una discontinuidad de regresión para identificar los efectos.
- La información sobre los resultados condujo a cambios positivos significativos en los resultados de las pruebas en un corto período de tiempo.
Resumen: El estado mexicano de Colima implementó una intervención de rendición de cuentas de bajo riesgo con retroalimentación de diagnóstico entre las escuelas con los puntajes más bajos en la evaluación nacional. Se utiliza un diseño de diferencia en diferencia y de discontinuidad de regresión para identificar los efectos de la intervención sobre los resultados del aprendizaje. Las dos estrategias consistentemente muestran que la intervención aumentó los resultados de las pruebas en 0,12 desviaciones estándares sólo unos meses después del lanzamiento del programa. Los resultados indican que una difusión completa y amplia de información que detalla la calidad de la escuela es de importancia vital.
Palabras clave: Responsabilidad; Información; Educación
Acknowledgements: The authors gratefully acknowledge funding from the World Bank’s Research Support Budget and the comments of participants at the World Bank’s economics of education seminar. Thanks to Óscar Hernández and staff at the Secretariat of Education of Colima, Mexico, for all the support provided during the evaluation.